3. A person who is communicative competent knows:
• When something is formally
possible.
• If something is feasible to
implement
• If it is appropriate in relation to a
context.
• Whether something is in fact
done.
5. • It belongs to the post - method
era of language.
•It started in the changes of British
language teaching tradition in the
late 60’s.
• As a reaction against Situational
Language Teaching and
Audiolingualism
6. WHAT IS THE COMMUNICATIVE
APPROACH?
• It is the most recognized approach
of language teaching.
• Focuses of communicative
competence as goal.
• An integration of grammatical and
functional teaching.
7. DIMENSIONS OF COMMUNCATIVE
COMPETENCE
• Grammar and lexical capacity.
GRAMMATICAL
COMPETENCE
• Understanding of the social
context in which communication
takes place: Role relationships.
SOCIOLINGUISTIC
COMPETENCE
8. DIMENSIONS OF COMMUNCATIVE
COMPETENCE
• Interpretation of individual message
elements.
DISCOURSE
COMPETENCE
• Coping strategies that
communicators employ to initiate,
terminate, maintain a communication
STRATEGIC
COMPETENCE
9. THEORETICAL BASE
• The structure of language reflects its
functional and communicative uses.
• The primary uses of language are the
categories of functional and
communicative meaning in discourse.
10. THEORY OF LEARNING
COMMUNICA
-TION
PRINCIPLE
.
•Activities that involve real communication promote
TASK
PRINCIPLE
• Activities in which language is used for carrying out
meaningful tasks promote learning
MEANING-
FULLNESS
PRINCIPLE
• Language that is meaningful to the learner supports
learning process
11. THE SYLLABUS
• Classroom activities that could be
used as the basis of a
communicative methodology, such
as group work, task-work, and
information-gap activities.
12. THE SYLLABUS
• There have been many attempts to design a syllabus
like:
1. Structures plus functions.
2. Functional spiral around a structural core.
3. Structural, functional, instrumental
4. Functional
5. Interactional.
6. Task-based
7. Learner-generated
13. TYPES OF LEARNING AND
TEACHING ACTIVITIES
• They are unlimited.
• They have to:
– Enable learners to attain the communicative
objectives of the curriculum.
– Engage learners in communication.
– Require the use of communicative processes in
information sharing.
– Negotiate meaning.
– Interact.
14. TYPES OF LEARNING AND
TEACHING ACTIVITIES
Comparison of
sets of pictures
noting differences
and similarities.
Sequence of
events in a set of
pictures.
FUNCTIONAL
COMMUNICA
TION
ACTIVITIES
Conversation and
discussion sessions,
improvisations and
debates
Dialogues and role plays,
simulations.
SOCIAL
INTERACTION
ACTIVITIES
15. TEACHER ROLES
The teacher’s main roles are:
1)To facilitate the communication
between all participants in the
classroom.
2)To act as an independent participant
within the learning-teaching group.
3) Researcher and learner.
4)Needs analyst, counselor, group
process manager
16. LEARNERS’ ROLES
•Students are, above all,
communicators. They are actively
engaged in negotiating meaning-
in trying to make themselves
understood and in understanding
others-even when their knowledge
of the target language is
incomplete.
18. TEXT-BASED MATERIALS
Practice exercises, reading
passages, gap fills, recordings, etc.
can be found in almost any course
book as well as in books
containing supplementary
materials. They form an essential
part of most lessons.
19. TASK-BASED MATERIALS
These include game boards,
roleplay cards, materials for drilling,
pairwork tasks, etc.
They might be used to support 'real
life' tasks such as role playing
booking into a hotel, or a job
interview.
20. REALIA
Magazines, newspapers, fruit and
vegetables, axes, maps - things from
the real world outside the classroom.
They can be used in many activities.
For example, fruit and vegetables could
be used in a shopping activity,
21. PROCEDURE
• There is no description of procedures
because Communicative language
Teaching can be applied to the teaching
of any skill, at any level, and because of
the wide variety of classroom activities
and exercises types
22. PROCEDURE
The lesson extract follows a method
called Presentation-Practice-
Production (PPP).
Traditional procedures are not
rejected but reinterpreted and
extended
26. • Students have to produce and receive
language in different real-life contexts.
27. • It provides them with skills they
really need in their real life
• It is a student-centered class where
the focus is on the interests of the
students.
